0.6 Challenges facing black american principals: a conversation  (Page 5/22)

Morality is a component of both first and second order changes. Hoyle et al (1998) believes that principalsmust be cognizant that ethical and moral issues are the most controversial issues of society. These authors contend that schoolleaders become representative of that moral order, and advocates of its majoritarian values. Therefore, in order for a school leader toengage in policy and governance issues requires insight into the vision and reality of the administrator’s school’s role. At the same time, these leaders must understand the issues of care, love,and nurture. Lawrence-Lightfoot (1983) is one of the first to boldly disregard the effective schools rhetoric, interpreting aself-created model through a different lens. Lawrence-Lightfoot and others (Nodding, 1992; Mayeroff, 1971; Beck, 1994) believe thattraditional models of effective school leaders fail to consider theideals of caring and goodness in principal leaders. Lawrence-Lightfoot contends that one can be effective but notnecessarily good and caring. It is easy to lose sight of these most important variables, goodness and caring, if one does not have astrong sense of community and belonging among students, parents, teachers, and other school constituents. Constituent efficacy isdifficult to establish when principals do not reside in the school vicinity, speak a language other than English, actively interactwith parents, students, and other school constituents, or demonstrate a nurturing and loving behavior to those with whom theylead. The cultural match of a principal and school is often obscured if the academic leader has not been properly trained andeducated to interact with a culturally diverse consistency at the school practitioner rank. The principal’s abilities to provide a culturally and intellectually stimulating teaching and learningenvironment can be diminished by his or her own lack of knowledge provided by their administrative credentialing program, negligiblestaff development, and limited personal experience.

Many studies (Schneider, 1991; Rooney, 2000; Mederios, 2001; Moir&Bloom, 2003) have found that one of the most effective ways to prepare and support principals in theircareers is to provide a mentoring program. Daresh (2001) believes mentoring is an ongoing process in which individuals in anorganization provide support and guidance to those who can become effective contributors to the goals of the organization. He furthercontends,“Unlike many other views of mentoring, a mentor does not necessarily have to be an older person who is ready, willing, andable to provide all the answers. Usually mentors have a lot of experience end craft knowledge to share with others. But the notionthat good mentoring consists of a sage who directs the work of the less experienced to the point that no one will make any mistakes isnot reasonable.”

Many states, aware of the principal and teacher shortage, have created programs that enable aspiringprincipals, mentor principals, and the recruitment of ethnic minorities (Beebe, Hoffman, Lindley,&Presley, 2002; Erlanson&Zellner, 1997; Garza&Wurzbach, 2002). According to Gardiner, Enomoto and Grogon, (2000) successful school principalsare often mentored by professionals who have a vested interest in their well-being. Mentoring is characterized as an active, engaged,and intentional relationship between two individuals (mentor and protégé) based upon mutual understanding to serve primarily the professional needs of the protégé. Quality mentoring relationships can be distinguished by certain ways of relating, by expectationsand parameters placed on the relationship that serve to promote the protégés professional success and well-being.